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Covert Sourcing Strategies as Activism against Fake News

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Title: Covert Sourcing Strategies as Activism against Fake News
Language: English
Authors: Rachael VanDonkelaar (ORCID 0000-0002-2015-7801)
Source: Reading Teacher. 2025 78(6):366-369.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 4
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Secondary Education
Descriptors: Secondary School Curriculum, Secondary School Teachers, Secondary School Students, Credibility, Information Sources, Primary Sources, Misinformation, Curriculum Development, Hidden Curriculum, Activism, Teaching Methods, Social Media, News Media, Reading Strategies, Theory Practice Relationship
DOI: 10.1002/trtr.2378
ISSN: 0034-0561
1936-2714
Abstract: In the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research-to-practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466904
Database: ERIC
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  Value: <anid>AN0184404358;ret01may.25;2025Apr14.05:51;v2.2.500</anid> <title id="AN0184404358-1">Covert Sourcing Strategies as Activism Against Fake News </title> <p>In the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research‐to‐practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms.</p> <p>Keywords: comprehension; discernment; fake news; online reading; sourcing</p> <p>Out of all the digital platforms available, social media is both the most dominant and complex news source for youth (Villi et al. [<reflink idref="bib21" id="ref1">21</reflink>]; Wittebols [<reflink idref="bib22" id="ref2">22</reflink>]). Teens can access, create, and share content without needing a professional editor (Allcott and Gentzkow [<reflink idref="bib1" id="ref3">1</reflink>]), and their social media use can inspire civic engagement and political interest (Oden and Porter [<reflink idref="bib14" id="ref4">14</reflink>]). However, social media also enables the virality of misinformation (Wittebols [<reflink idref="bib22" id="ref5">22</reflink>]). Students are more likely to believe a news post if it comes from a friend (Duffy, Tandoc, and Ling [<reflink idref="bib5" id="ref6">5</reflink>]), and celebrity endorsements can perpetuate the spread of fake news (Shin, Wang, and Lu [<reflink idref="bib19" id="ref7">19</reflink>]). Youth view fake news as humorous (Duffy, Tandoc, and Ling [<reflink idref="bib5" id="ref8">5</reflink>]) and claim they can discern between real and fake news (Papapicco, Lamanna, and D'Errico [<reflink idref="bib15" id="ref9">15</reflink>]). However, upon contemplation, youth admit they have likely fallen for misinformation (Papapicco, Lamanna, and D'Errico [<reflink idref="bib15" id="ref10">15</reflink>]).</p> <p>Youth's vulnerability to fake news is especially problematic since the lack of evidence‐based claims can jeopardize global civilizations and governments (Johnson et al. [<reflink idref="bib7" id="ref11">7</reflink>]). Social media usage impacts social perceptions, ethical decision‐making, and recognition of problems (Chauhan et al. [<reflink idref="bib4" id="ref12">4</reflink>]). Additionally, the informed relationship between democracy and policymaking becomes endangered when the public loses a commitment to truth (Kahne and Bowyer [<reflink idref="bib8" id="ref13">8</reflink>]). Consequently, to support and uphold a stable government, students must develop critical tools to detect fake news (Bråten, Brante, and Strømsø [<reflink idref="bib3" id="ref14">3</reflink>]; Singh, Ghosh, and Sonagara [<reflink idref="bib20" id="ref15">20</reflink>]). Unfortunately, scholars have determined students' sourcing skills to be weak and poorly executed (Marttunen, Salminen, and Utriainen [<reflink idref="bib12" id="ref16">12</reflink>]).</p> <hd id="AN0184404358-2">What Is Sourcing?</hd> <p> <emph>Sourcing</emph> is the ability to identify and critically analyze the sources that an author uses to produce their content (Scharrer and Salmerón, [<reflink idref="bib17" id="ref17">17</reflink>]). Furthermore, sourcing includes subset skills such as determining the validity of claims, critiquing the author's credibility, and assessing the accuracy of the presented content.</p> <p>Thankfully, sourcing is a vital skill that can aid in discerning fake news (Apuke and Omar [<reflink idref="bib2" id="ref18">2</reflink>]), and researchers have noted how critical literacy and media literacy education fosters students' discernment of fake news (Farmer [<reflink idref="bib6" id="ref19">6</reflink>]; Johnson et al. [<reflink idref="bib7" id="ref20">7</reflink>]; Kahne and Bowyer [<reflink idref="bib8" id="ref21">8</reflink>]; Wittebols [<reflink idref="bib22" id="ref22">22</reflink>]). Specifically, Bråten, Brante, and Strømsø ([<reflink idref="bib3" id="ref23">3</reflink>]) found that when secondary school students learned how to source, they created more source‐based arguments. Similarly, Leeder ([<reflink idref="bib10" id="ref24">10</reflink>]) discovered that when college students used critical evaluation skills such as evaluation and examination, they were more likely to distinguish the difference between real and fake news.</p> <p>In my own professional teaching education, I understood the importance of sourcing. However, as a sixth‐grade English teacher, I often felt restricted with the contexts in which I could teach it. Although sourcing was an appropriate task for my students, my administration forbade sensitive topics such as fake news. I taught at a deeply conservative school where presidential elections and healthcare issues were taboo, and teachers were quickly called to the principal's office if they violated these restrictions. Therefore, I had to find creative ways to embed sourcing within my curriculum rather than highlight fake news in a critical literacy unit. In other words, sourcing needed to be a part of classroom culture, not something specifically attached to a controversial issue.</p> <hd id="AN0184404358-3">Covert Sourcing Strategies</hd> <p>One of the first ways I increased exposure to sourcing was by increasing expectations and communications about the importance of sourcing. Students recognize that sourcing is an important skill to use; however, students do not have enough external prompting (Paul et al. [<reflink idref="bib16" id="ref25">16</reflink>]). Teachers do not positively encourage or discuss sourcing (Paul et al. [<reflink idref="bib16" id="ref26">16</reflink>]), although awareness is one of the most positively impactful fake news interventions (Schuetz, Sykes, and Venkatesh [<reflink idref="bib18" id="ref27">18</reflink>]).</p> <p>Therefore, with my students, I discussed the importance of sourcing and the need for credibility. I talked to them about what a source is and how not everything online is accurate. These conversations looked like informally prompting students on more casual, lighthearted topics. In my own sixth‐grade classroom, I asked questions like, "Where does Siri get her information?" and "If the district calls for a snow day tomorrow, what are accurate websites to find out the results?" Increasing awareness does not necessarily have to focus on only discussing political events. We can start to (covertly) build understanding through everyday topics that are relevant for students.</p> <hd id="AN0184404358-4">Evaluating Information</hd> <p>Additionally, as my students grew in understanding about the need to source information, I scaffolded the process by checking the date, the author, and other basic information about the text. In other words, I modeled sourcing on a day‐to‐day basis. If a student brought up rumors on Taylor Swift's next album, I pulled up the source on the projector. I clicked on the site and questioned the author's credibility: "Does this author often publish accurate information about Taylor?" "Where is the author getting their information from?" Once again, these critiques can revolve around topics that are not politically charged. You can present students with a blockbuster report on the latest Disney movie or a prediction on Grammy winners. This modeling helps students discern whether the presented information comes from a reliable or credible source (Majerczak and Strzelecki [<reflink idref="bib11" id="ref28">11</reflink>]). Table 1 shows a sample list of modeling questions you can use with your students. For additional guides, both the Library of Congress and the News Literacy Project provide digital resources to support scaffolded sourcing.</p> <p>1 TABLE Questions for prompting critical thinking about sources.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Modeling questions to ask students</th></tr></thead><tbody valign="top"><tr><td align="left">What is the history of this website?</td></tr><tr><td align="left">When was this site created?</td></tr><tr><td align="left">Who are the creators behind this website?</td></tr><tr><td align="left">How often does the author post information?</td></tr><tr><td align="left">Who does the author reference?</td></tr><tr><td align="left">What evidence does the author use to support their claim?</td></tr><tr><td align="left">What sort of information has been published here before?</td></tr><tr><td align="left">What language indicates the author's bias?</td></tr><tr><td align="left">What credentials does the writer have to talk about this subject?</td></tr></tbody></table> </ephtml> </p> <hd id="AN0184404358-5">Diversifying Texts</hd> <p>Another way to help students prepare for online sourcing is to diversify the texts that students see on a regular basis. Research shows that by providing students with originally printed sources (rather than just printed‐out documents from online), students' sourcing performance may increase (Bråten, Brante, and Strømsø [<reflink idref="bib3" id="ref29">3</reflink>]). Of course, these original resources do not need to feature controversial topics. You can bring in manuals, flyers, brochures, or programs for students to look at. For my first unit of the year, I had students annotate kitchen appliance manuals. Later, they debated Fantasy Football projections. However, I still asked critical literacy questions like, "Who created this resource and why?" and "What was their purpose in creating this?"</p> <p>Furthermore, I tried to challenge students' assumptions that whatever I presented to them was credible. I worked on initiating conversations that reviewed intentions, relevancy, and publication practices (Kiili et al. [<reflink idref="bib9" id="ref30">9</reflink>]). By creating a healthy level of skepticism in the classroom, you are fostering skills that students will use outside of school (Paul et al. [<reflink idref="bib16" id="ref31">16</reflink>]). Table 2 shows a list of guiding questions when you want to challenge a source's authority.</p> <p>2 TABLE Guiding questions for student discussions.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Questions to ask students for challenging sources' authority</th></tr></thead><tbody valign="top"><tr><td align="left">Is there any situation in which this information would be accurate?</td></tr><tr><td align="left">What would make this information more credible?</td></tr><tr><td align="left">How could this information be attractive to certain individuals and unattractive to others?</td></tr><tr><td align="left">How does the author establish credibility or show a lack of credibility?</td></tr><tr><td align="left">Could we find additional resources to support or refute these claims?</td></tr><tr><td align="left">What kind of intentions do you think the author had in publishing this information?</td></tr><tr><td align="left">Who would be credible sources for this text?</td></tr><tr><td align="left">How does the author attempt to create credibility?</td></tr></tbody></table> </ephtml> </p> <hd id="AN0184404358-6">Diversify Student Groups</hd> <p>Research indicates that heterogeneous student groupings can be more beneficial for higher‐level reading comprehension than homogeneous student groups (Murphy et al. [<reflink idref="bib13" id="ref32">13</reflink>]). Of course, there are benefits to students working with friends or familiar classmates; however, the discourse that may come from heterogeneous groups is the very discourse that fosters high‐level comprehension (Murphy et al. [<reflink idref="bib13" id="ref33">13</reflink>]). Therefore, when it comes to small‐group readings, slowly start to pair students who are more dissimilar than similar. In my classroom, it took a bit of practice and patience; my students were accustomed to working and talking with those who were like‐minded. Once again, these differences do not need to be controversial. Students can disagree over favorite sports teams or holiday traditions. The goal is to encourage students to talk to those who do not always agree with them.</p> <p>To do this in your classroom, start off with a minute of pair‐and‐share. Pair students who are dissimilar and have them disagree about a lighthearted topic (like their favorite Batman actor) for 1 min. Then, come back as a whole group and discuss the ways in which they handled their disagreements. This fruitful discourse is a skill that you can build slowly and steadily through low‐activating topics. As students gently build the skill of talking with those they do not agree with, the better they will 1 day handle more controversial topics.</p> <hd id="AN0184404358-7">Conclusion</hd> <p>As I covertly built sourcing skills into my curriculum, I recognized that students grew critical eyes for more than just refrigerator manuals. They started to ask questions about authors, their positions, and whether the information was credible. At one point, students became sleuths over even the weekend updates I provided. I intentionally kept personal information private, such as my relationship status or summer plans. However, they were committed to discovering the most accurate information about my life.</p> <p>With that being said, students did not become impervious to fake news. I still overheard concerning rumors about election results and the COVID‐19 regulations. I am not sure if my work dramatically impacted the ways in which students participated on social media.</p> <p>Yet, I also recognize that a dramatic impact was never the goal. My intention was not to radically shift mindsets in a unit. Rather, it was my ambition to start the practice of sourcing, to introduce an exercise that could build a reading and inquiry muscle, and in my particular school district, it had to be slow and soft. Therefore, although these skills started off small, not all great things are born from a Big Bang. Cultivating lifelong critical reading practices can start off by simply asking students, "Why is sourcing important?"</p> <hd id="AN0184404358-8">Conflicts of Interest</hd> <p>The author declares no conflicts of interest.</p> <hd id="AN0184404358-9">Data Availability Statement</hd> <p>The author confirms that the data presented in this article is supported by research‐based, peer‐reviewed journals as listed in the References page.</p> <ref id="AN0184404358-10"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext> Funding: The author received no specific funding for this work.</bibtext> </blist> </ref> <ref id="AN0184404358-11"> <title> References </title> <blist> <bibtext> Allcott, H., and M. Gentzkow. 2017. " Social Media and Fake News in the 2016 Election." Journal of Economic Perspectives 31, no. 2 : 211 – 236. https://doi.org/10.1257/jep.31.2.211.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref18" type="bt">2</bibl> <bibtext> Apuke, O. D., and B. Omar. 2021. " Fake News and COVID‐19: Modelling the Predictors of Fake News Sharing Among Social Media Users." Telematics and Informatics 56 : 101475. https://doi.org/10.1016/j.tele.2020.101475.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref14" type="bt">3</bibl> <bibtext> Bråten, I., E. W. Brante, and H. I. Strømsø. 2019. " Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data." Reading Research Quarterly 54, no. 4 : 481 – 505. https://doi.org/10.1002/rrq.253.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref12" type="bt">4</bibl> <bibtext> Chauhan, R. S., S. Connelly, D. C. Howe, A. T. Soderberg, and M. Crisostomo. 2022. " The Danger of "Fake News": How Using Social Media for Information Dissemination Can Inhibit the Ethical Decision Making Process." Ethics & Behavior 32, no. 4 : 287 – 306. https://doi.org/10.1080/10508422.2021.1890598.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref6" type="bt">5</bibl> <bibtext> Duffy, A., A. Tandoc, and R. Ling. 2019. " Too Good to Be True, Too Good Not to Share: The Social Utility of Fake News." Information, Communication & Society 23, no. 13 : 1965 – 1979. https://doi.org/10.1080/1369118X.2019.1623904.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref19" type="bt">6</bibl> <bibtext> Farmer, L. S. J. 2019. " News Literacy and Fake News Curriculum: School librarians' Perceptions of Pedagogical Practices." Journal of Media Literacy. Education 11, no. 3 : 1 – 11. https://doi.org/10.23860/JMLE‐2019‐11‐3‐1.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref11" type="bt">7</bibl> <bibtext> Johnson, N. A., K. Paal, E. Waggoner, and K. Bleier. 2021. " Scales for Assessing News Literacy Education in the Digital Era." Journalism & Mass Communication Educator 76, no. 2 : 156 – 175. https://doi.org/10.1177/2F1077695820930980.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref13" type="bt">8</bibl> <bibtext> Kahne, J., and B. Bowyer. 2017. " Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation." American Educational Research Journal 54, no. 1 : 3 – 34. https://doi.org/10.3102/0002831216679817.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref30" type="bt">9</bibl> <bibtext> Kiili, C., I. Bråten, H. I. Strømsø, M. S. Hagerman, E. Räikkönen, and A. Jyrkiäinen. 2022. " Adolescents' Credibility Justifications When Evaluating Online Texts." Education and Information Technologies 27, no. 6 : 7421 – 7450. https://doi.org/10.1007/s10639‐022‐10907‐x.</bibtext> </blist> <blist> <bibtext> Leeder, C. 2019. " How College Students Evaluate and Share "Fake News" Stories." Library & Information Science Research 41, no. 3 : 100967. https://doi.org/10.1016/j.lisr.2019.100967.</bibtext> </blist> <blist> <bibtext> Majerczak, P., and A. Strzelecki. 2022. " Trust, Media Credibility, Social Ties, and the Intention to Share Towards Information Verification in an Age of Fake News." Behavioral Science 12, no. 51 : 1 – 17. https://doi.org/10.3390/bs12020051.</bibtext> </blist> <blist> <bibtext> Marttunen, M., T. Salminen, and J. Utriainen. 2021. " Student Evaluations of the Credibility and Argumentation of Online Sources." Journal of Educational Research (Washington, D.C.) 114, no. 3 : 294 – 305. https://doi.org/10.1080/00220671.2021.1929052.</bibtext> </blist> <blist> <bibtext> Murphy, P. K., J. A. Greene, C. M. Firetto, et al. 2021. " Using National Data to Explore Online and Offline Reading Comprehension Processes." Reading Research Quarterly 57, no. 3 : 1021 – 1047. https://doi.org/10.1002/rrq.459.</bibtext> </blist> <blist> <bibtext> Oden, A., and L. Porter. 2023. " The kids are online: Teen social media use, civic engagement, and affective polarization." Social Media + Society 9, no. 3 : 1 – 12. https://doi.org/10.1177/20563051231186364.</bibtext> </blist> <blist> <bibtext> Papapicco, C., I. Lamanna, and F. D'Errico. 2022. " Adolescents' Vulnerability to Fake News and to Racial Hoaxes: A Qualitative Analysis on Italian Sample." Multimodal Technologies and Interaction 6, no. 20 : 1 – 15. https://doi.org/10.3390/mti6030020.</bibtext> </blist> <blist> <bibtext> Paul, J., M. Macedo‐Rouet, J. F. Rouet, and M. Stadtler. 2017. " Why Attend to Source Information When Reading Online? The Perspective of Ninth Grade Students From Two Different Countries." Computers & Education 113 : 339 – 354. https://doi.org/10.1016/j.compedu.2017.05.020.</bibtext> </blist> <blist> <bibtext> Scharrer, L., and L. Salmerón. 2016. " Sourcing in the Reading Process: Introduction to the Special Issue." Reading and Writing: An Interdisciplinary Journal 29, no. 8 : 1539 – 1548. https://doi.org/10.1007/s11145‐016‐9676‐2.</bibtext> </blist> <blist> <bibtext> Schuetz, S. W., T. A. Sykes, and V. Venkatesh. 2021. " Combating COVID‐19 Fake News on Social Media Through Fact Checking: Antecedents and Consequences." European Journal of Information Systems 30, no. 4 : 376 – 388. https://doi.org/10.1080/0960085X.2021.1895682.</bibtext> </blist> <blist> <bibtext> Shin, I., L. Wang, and Y.‐T. Lu. 2022. " Twitter and Endorsed (Fake) News: The Influence of Endorsement by Strong Ties, Celebrities, and a User Majority on Credibility of Fake News During the COVID‐19 Pandemic." International Journal of Communication 16 : 2573 – 2595. https://ijoc.org/index.php/ijoc/article/view/18187/3776.</bibtext> </blist> <blist> <bibtext> Singh, V. K., I. Ghosh, and D. Sonagara. 2021. " Detecting Fake News Stories via Multimodal Analysis." Journal of the American Society for Information Science and Technology 72, no. 1 : 3 – 17. https://doi.org/10.1002/asi.24359.</bibtext> </blist> <blist> <bibtext> Villi, M., T. Aharoni, K. Teneboim‐Weinblatt, et al. 2021. " Taking a Break From News: A Five‐Nation Study of News Avoidance in the Digital Era." Digital Journalism 10, no. 1 : 148 – 164. https://doi.org/10.1080/21670811.2021.1904266.</bibtext> </blist> <blist> <bibtext> Wittebols, J. H. 2020. " Critical Information/News Literacy and the Flipped Classroom: Student Evaluations of Information Searching and Analysis." Journalism & Mass Communication Educator 75, no. 2 : 210 – 225. https://doi.org/10.1177/1077695819893171.</bibtext> </blist> </ref> <aug> <p>By Rachael VanDonkelaar</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib21" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib22" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib14" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib19" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib15" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib20" firstref="ref15"></nolink> <nolink nlid="nl7" bibid="bib12" firstref="ref16"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref17"></nolink> <nolink nlid="nl9" bibid="bib10" firstref="ref24"></nolink> <nolink nlid="nl10" bibid="bib16" firstref="ref25"></nolink> <nolink nlid="nl11" bibid="bib18" firstref="ref27"></nolink> <nolink nlid="nl12" bibid="bib11" firstref="ref28"></nolink> <nolink nlid="nl13" bibid="bib13" firstref="ref32"></nolink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Credibility%22">Credibility</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Sources%22">Primary Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Misinformation%22">Misinformation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Hidden+Curriculum%22">Hidden Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Activism%22">Activism</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22News+Media%22">News Media</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/trtr.2378
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0034-0561<br />1936-2714
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research-to-practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1466904
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466904
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/trtr.2378
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 366
    Subjects:
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Credibility
        Type: general
      – SubjectFull: Information Sources
        Type: general
      – SubjectFull: Primary Sources
        Type: general
      – SubjectFull: Misinformation
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Hidden Curriculum
        Type: general
      – SubjectFull: Activism
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Social Media
        Type: general
      – SubjectFull: News Media
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
    Titles:
      – TitleFull: Covert Sourcing Strategies as Activism against Fake News
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rachael VanDonkelaar
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0034-0561
            – Type: issn-electronic
              Value: 1936-2714
          Numbering:
            – Type: volume
              Value: 78
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Reading Teacher
              Type: main
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